ANNA GRUEN
ED 401 - READING STRATEGIES
STORYBOOK PROJECT
MAY 10, 2010
ANTICIPATION ACTIVITIES Activity 1A-- Picture Walk
Standards:
..........A.4.1 Use effective reading strategies to achieve their purposes in reading.
..........A.4.3 Read and discuss literary and nonliterary texts in order to understand human experience.
Students not only need to learn to read the text of a book, but also look to illustrations as a source of information. I will introduce the book by giving my students a tour of the pictures. As I do this, I will think aloud as I make predictions about the characters and the plot.
Activity 2A-- Pair Share
Standards:
...........A.4.2 Read, interpret, and critically analyze literature.
After the picture walk, my students will get into groups of two to discuss the ideas drawn from the illustrations. Students will share feelings towards the main character/s, the tone of the book, and predictions for the outcome of the story. After sharing in pairs, we will discuss it as a class.
Activity 3A—MindMeister Standards:
..........A.4.2 Read, interpret, and critically analyze literature.
..........E.4.1 Use computers to acquire, organize, analyze, and communicate information. Students will create a Mindmeister, brainstorming their predictions about the book. They will be required to have at least four main nodes and address three questions about each one. This activity will help reach my visual and tactile learners and facilitate more-thorough thought about what is going on in the anticipation process The Mindmeister word web can be used as a computer lab day so that each student can make their own and become familiar with the web tool.
Additional resource:
A KWL Chart can also be used as a prepatory activity for the book. Analyzing what the students already know and what they want to learn will help you cater to their needs.
http://www.mvrhs.org/eel/caruthers/linkforallteachers/Pictures/KWL.jpg BUILDING KNOWLEDGE ACTIVITIES Activity 1B-- Newspaper Clipping Activity ……….E.4.4 Demonstrate a working knowledge of media production and distribution.
............ D.4.1 Develop their vocabulary of words, phrases, and idioms as a means of improving communication. ………B.4.1 Create or produce writing to communicate with different audiences for a variety of purposes.
Having students write about what they have read helps you determine what they know about the story. After reading Tikki Tikki Tembo, I will have my students use the Web Tool 2.0 from www.fodey.com to create a newspaper clipping about the book. First they will write one or two word-rich paragraphs using vocabulary words from the book and unit. I will explain that these paragraphs are for a newspaper; because of this, the students will start out with a hook to get their audience’s attention. The students will write the story as if it happened just recently. I will encourage the students to be creative; they can include interviews from the parents, bystanders, or the boys. They should describe how this event could change history; again, they can be creative.
Activity 2B-- China Jigsaw
...........A.4.4 Read to acquire information.
...........C.4.2 Listen to and comprehend oral communications.
...........C.4.3 Participate effectively in discussion. http://www.activityvillage.co.uk/china_for_kids.htm
This activity will be done in a computer lab. I will organize the students into four different groups. Within their group, they will choose and research a topic from a list, such as geography, history, culture, language, art, and literature by using the website provided. They need to find at least 5 things about that topic and become "professionals" in that topic. Then I will rearrange the groups so that there is one professional for each topic for each of the new groups. The students will teach each other three of the facts that they learned. The end result is well-rounded groups that have learned new facts about all the different topics. If extra time is available, students could create a board or a project to display the information that they have gathered on China.
Activity 3B-- Folktales
............D.4.2 Recognize and interpret various uses and adaptations of language in social, cultural, regional, and professional situations, and learn to be flexible and responsive in their use of English.
............A.4.4 Read to acquire information.
This website can easily be utilized with the use of a smart board. The home page of this website has a clear and informative summary on folktales, what they are and how they are used. The website also contains an activity to create your own folktale by filling in a simplified template, which we will do as a class. Using this template as an example before starting a project on writing your own folktale from scratch could be very helpful for students, especially for visual learners. They can see what must be included in a folktale. After completing that activity as a class, I will relate the information to Tikki Tikki Tembo. Is it a folktale? How do you know?
Activity 1C-- Draw and Share
.............A.4.3 Read and discuss literary and nonliterary texts in order to understand human experience.
.............C.4.2 Listen to and comprehend oral communications
.............C.4.3 Participate effectively in discussion.
Students will draw a picture from the viewpoint of one of the characters. Within the picture they should depict the emotions that they would go through if they were in the character's shoes. Then I will arrange the students in groups of 4-5 in which they will compare and contrast the viewpoint of their pictures in discussion. After that, I will reassemble the class as a whole to discuss bigger ideas behind it. Do you think this is a likely story? Could an event like the one in the story change a long-standing tradition? Do you know other stories like this?
Activity 2C-- Reader's Theater
............ D.4.1 Develop their vocabulary of words, phrases, and idioms as a means of improving communication.
............A.4.2 Read, interpret, and critically analyze literature.
By becoming familiar with a script and practicing it until they are comfortable reciting new words and phrases, students can greatly expand their working vocabulary and phraseology. Even struggling readers will latch on to new words. I will dramatize this story with my students by performing a reader's theater. The students will play the main characters and read the part of the narrator and practice reading fluently, expressively, and interpret the actions in the book into an engaging presentation. This reader's theater could be used to perform for parents, younger students, or other audiences to give the students a chance to teach others about what they have learned.
Activity 3C-- Write your Own Folktale
..............B.4.1 Create or produce writing to communicate with different audiences for a variety of purposes.
This activity is closely related to Activity 3B. After seeing the template on how to write a folktale, students will write their own folktales from scratch. Students should know that their folktale should explain why things are the way they are today or have some sort of cultural relevance. Creativity is strongly encouraged in this activity! After sharing with the class, students will post their stories on www.voicethread.com. We will watch the Voicethread Tutorial in class and I will answer any questions they have about it. Students have a choice to either create their own illustrations or use pictures from other sources (if other sources are used, the must be cited). , Students will then comment on each other's stories, providing constructive criticism for each other (writing down what they liked and what could be improved about each story) or just sharing their thoughts as they read the stories.
This is a culminating activity that will demonstrate the class' cooperation and collaboration as a team as well as individual successes. Because each student wrote their own story as well as gave input into other's stories, this project would give each student a sense of accomplishment and the opportunity to display their books online and share them with teachers, friends, and parents.
TIKKI TIKKI TEMBO Retold by Arlene Mosel Illustrated by Blair Lent
http://a7.vox.com/6a00b8ea074da41bc000d09e782d3fbe2b
ANNA GRUEN
ED 401 - READING STRATEGIES
STORYBOOK PROJECT
MAY 10, 2010
ANTICIPATION ACTIVITIES
Activity 1A-- Picture Walk
Standards:
..........A.4.1 Use effective reading strategies to achieve their purposes in reading.
..........A.4.3 Read and discuss literary and nonliterary texts in order to understand human experience.
Students not only need to learn to read the text of a book, but also look to illustrations as a source of information. I will introduce the book by giving my students a tour of the pictures. As I do this, I will think aloud as I make predictions about the characters and the plot.
Activity 2A-- Pair Share
Standards:
...........A.4.2 Read, interpret, and critically analyze literature.
After the picture walk, my students will get into groups of two to discuss the ideas drawn from the illustrations. Students will share feelings towards the main character/s, the tone of the book, and predictions for the outcome of the story. After sharing in pairs, we will discuss it as a class.
Activity 3A—MindMeister
Standards:
..........A.4.2 Read, interpret, and critically analyze literature.
..........E.4.1 Use computers to acquire, organize, analyze, and communicate information.
Students will create a Mindmeister, brainstorming their predictions about the book. They will be required to have at least four main nodes and address three questions about each one. This activity will help reach my visual and tactile learners and facilitate more-thorough thought about what is going on in the anticipation process The Mindmeister word web can be used as a computer lab day so that each student can make their own and become familiar with the web tool.
Additional resource:
A KWL Chart can also be used as a prepatory activity for the book. Analyzing what the students already know and what they want to learn will help you cater to their needs.
http://www.mvrhs.org/eel/caruthers/linkforallteachers/Pictures/KWL.jpg
BUILDING KNOWLEDGE ACTIVITIES
Activity 1B-- Newspaper Clipping Activity
……….E.4.4 Demonstrate a working knowledge of media production and distribution.
............ D.4.1 Develop their vocabulary of words, phrases, and idioms as a means of improving communication.
………B.4.1 Create or produce writing to communicate with different audiences for a variety of purposes.
Having students write about what they have read helps you determine what they know about the story. After reading Tikki Tikki Tembo, I will have my students use the Web Tool 2.0 from www.fodey.com to create a newspaper clipping about the book. First they will write one or two word-rich paragraphs using vocabulary words from the book and unit. I will explain that these paragraphs are for a newspaper; because of this, the students will start out with a hook to get their audience’s attention. The students will write the story as if it happened just recently. I will encourage the students to be creative; they can include interviews from the parents, bystanders, or the boys. They should describe how this event could change history; again, they can be creative.
tp://www.fodey.com/generators/newspaper/snippet.asp
Activity 2B-- China Jigsaw
...........A.4.4 Read to acquire information.
...........C.4.2 Listen to and comprehend oral communications.
...........C.4.3 Participate effectively in discussion.
http://www.activityvillage.co.uk/china_for_kids.htm
This activity will be done in a computer lab. I will organize the students into four different groups. Within their group, they will choose and research a topic from a list, such as geography, history, culture, language, art, and literature by using the website provided. They need to find at least 5 things about that topic and become "professionals" in that topic. Then I will rearrange the groups so that there is one professional for each topic for each of the new groups. The students will teach each other three of the facts that they learned. The end result is well-rounded groups that have learned new facts about all the different topics. If extra time is available, students could create a board or a project to display the information that they have gathered on China.
Activity 3B-- Folktales
............D.4.2 Recognize and interpret various uses and adaptations of language in social, cultural, regional, and professional situations, and learn to be flexible and responsive in their use of English.
............A.4.4 Read to acquire information.
This website can easily be utilized with the use of a smart board. The home page of this website has a clear and informative summary on folktales, what they are and how they are used. The website also contains an activity to create your own folktale by filling in a simplified template, which we will do as a class. Using this template as an example before starting a project on writing your own folktale from scratch could be very helpful for students, especially for visual learners. They can see what must be included in a folktale. After completing that activity as a class, I will relate the information to Tikki Tikki Tembo. Is it a folktale? How do you know?
http://www.glencoe.com/sec/literature/course/course1/unit/folktale.shtml
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CONSOLIDATING ACTIVITIES
Activity 1C-- Draw and Share
.............A.4.3 Read and discuss literary and nonliterary texts in order to understand human experience.
.............C.4.2 Listen to and comprehend oral communications
.............C.4.3 Participate effectively in discussion.
Students will draw a picture from the viewpoint of one of the characters. Within the picture they should depict the emotions that they would go through if they were in the character's shoes. Then I will arrange the students in groups of 4-5 in which they will compare and contrast the viewpoint of their pictures in discussion. After that, I will reassemble the class as a whole to discuss bigger ideas behind it. Do you think this is a likely story? Could an event like the one in the story change a long-standing tradition? Do you know other stories like this?
Activity 2C-- Reader's Theater
............ D.4.1 Develop their vocabulary of words, phrases, and idioms as a means of improving communication.
............A.4.2 Read, interpret, and critically analyze literature.
By becoming familiar with a script and practicing it until they are comfortable reciting new words and phrases, students can greatly expand their working vocabulary and phraseology. Even struggling readers will latch on to new words. I will dramatize this story with my students by performing a reader's theater. The students will play the main characters and read the part of the narrator and practice reading fluently, expressively, and interpret the actions in the book into an engaging presentation. This reader's theater could be used to perform for parents, younger students, or other audiences to give the students a chance to teach others about what they have learned.
Activity 3C-- Write your Own Folktale
..............B.4.1 Create or produce writing to communicate with different audiences for a variety of purposes.
This activity is closely related to Activity 3B. After seeing the template on how to write a folktale, students will write their own folktales from scratch. Students should know that their folktale should explain why things are the way they are today or have some sort of cultural relevance. Creativity is strongly encouraged in this activity! After sharing with the class, students will post their stories on www.voicethread.com. We will watch the Voicethread Tutorial in class and I will answer any questions they have about it. Students have a choice to either create their own illustrations or use pictures from other sources (if other sources are used, the must be cited). , Students will then comment on each other's stories, providing constructive criticism for each other (writing down what they liked and what could be improved about each story) or just sharing their thoughts as they read the stories.
This is a culminating activity that will demonstrate the class' cooperation and collaboration as a team as well as individual successes. Because each student wrote their own story as well as gave input into other's stories, this project would give each student a sense of accomplishment and the opportunity to display their books online and share them with teachers, friends, and parents.